1. Structured Note-Taking For All Students
The Cornell Way
Structured Note-Taking For All Students

2. The Curve of Forgetting
Encourage participants to begin taking notes on their CN paper as you go along.
The Curve of Forgetting describes how we retain or get rid of information that we take in. It's based on a one-hour lecture.
On Day 1, you go in knowing nothing, or 0%. At the end of the lecture you know 100% of what you know, however well you know it (where the curve rises to its highest point).

3. The Curve of Forgetting
By Day 2, if you have done nothing with the information you learned in that lecture, didn't think about it again, read it again, etc. you will have lost 50%-80% of what you learned. Our brains are constantly recording information on a temporary basis. Because the information isn't necessary, and it doesn't come up again, our brains dump it all off, along with what was learned in the lecture that you actually do want to hold on to!

4. The Curve of Forgetting
By Day 7, we remember even less, and by Day 30 we retain only about 2%-3% of the original hour! This may account for feeling as if you've never seen this before in your life when you're studying for exams - you may need to actually re-learn it from scratch.

5. The Curve of Forgetting
Good news - You can change the shape of the curve! A big signal to your brain to hold onto a specific chunk of information is if that information comes up again. When the same thing is repeated, your brain says, "Oh-there it is again, I better keep that." When you are exposed to the same information repeatedly, it takes less and less time to "activate" the information in your long term memory and it becomes easier for you to retrieve the information when you need it.

6. The Curve of Forgetting
New Curve!
Here's the case for making time to review material: Within 24 hours of getting the information - spend 10 minutes reviewing and you will raise the curve almost to 100% again. A week later (Day 7), it only takes 5 minutes to "reactivate" the same material, and again raise the curve. By Day 30, your brain will only need 24 minutes to give you the feedback, "Yup, I know that. Got it.”

7. The Curve of Forgetting
Often students feel they can't possibly make time for a review session every day in their schedules. However, this review is an excellent investment of time.
If they don't review, they will need to spend minutes re-learning each hour of material later – do they have that kind of time?
Cramming rarely plants the information into long term memory where they can access it to do assignments throughout the term as well as be ready for exams.

8. The Curve of Forgetting
Depending on the course load, the general recommendation is to spend about 30 minutes every weekday, and hours every weekend in review activity.
Perhaps you only have time to review 4 or 5 days of the week, and the curve stays at about the mid range. That's OK, it's a lot better than the 2%-3% you would have retained if you hadn’t reviewed at all.
Many students are amazed at the difference reviewing regularly makes in how much they understand and how well they retain material. It's worth experimenting for a couple weeks, just to see what a difference it makes!

9. Why Take Cornell Notes?
Cornell Notes are an excellent tool to take focused notes, use inquiry to highlight the main ideas, and to summarize knowledge learned.
The idea is to emphasize not just taking notes, but also the importance of refining and using the notes as a study aid.
They were developed at Cornell University in the 1950s by a frustrated professor who wanted to help his students learn to retain information better.
They have become a cornerstone of the AVID program because of their usefulness in all content areas and for all students.
Three advantages of CN:
It is a method for mastering information, not just recording facts.
It is efficient.
Each step prepares the way for the next part of the learning process.

10. Why Take Cornell Notes? Long story short:
When you write down even brief notes about what you are hearing/ experiencing, you keep 60% of what you hear/learn.
When you take thorough, organized notes and review them, you keep % of what you hear/learn.
Cornell Notes is a process to cover all of these steps.

11. How To Take Cornell Notes
There are four parts to the CORNELL WAY:
Note-taking: capturing complete notes in any situation
Note-making: creating meaning and revising the notes taken
Note-interacting: using the notes as a learning tool to increase achievement
Note-reflecting: reflecting on learning and utilizing feedback to improve future note-taking effort
Direct them now to their packet for more detail on each of these steps.

12. 1. Note-taking C – Create Format Complete heading
This includes the day’s objective or essential question
Encourage participants to take notes on the steps of the CORNELL WAY.

13. Any Paper can be Cornell Note Paper!
All you have to do is add lines!
Blank paper for Thinking Maps, drawings, etc.
Dot paper
Graph paper

14. 1. Note-taking O - Organize Notes Right side
See your packet for student tips on HOW to take notes.
This is also a skill they need to be taught.
Continue taking notes – looking for ways to abbreviate and shorten content while still maintaining meaning for the notetaker

15. 2. Note-making R – Review & Revise
Tip – ask students to use a different colored pen
Give them seconds to skim over their notes, underline, clarify parts, add symbols or visuals

16. 2. Note-making N – Note Key Ideas
Use key ideas to create questions (see your packet)
Encourage students to use higher-level questions
Consider, “How might this be asked on the test?” (think like the teacher)
As a group, generate 1-2 questions for the left-hand side that reinforce the main ideas in the notes. Use the Costa’s Levels of Questions page in the handout to generate higher-level questions.
Sample: Explain why using Cornell Notes helps students to retain information longer.
Ppts can be turned into CN!

17. 2. Note-making E – Exchange Ideas Collaborate with others
This can be done periodically throughout your delivery of material, at the end of class, or at the beginning if they took notes for HW.
Encourage use of a different colored pen
List key vocab from lesson
The idea is for them to begin taking ownership of the content in their notes, both what is there and what is not there (until a partner helps them).
Give participants 30 seconds to compare notes with a partner, filling in missing material, clarifying points or just discussing what they have written.

18. 3. Note-interacting L – Link Learning Create a summary
Goes at the END of the notes (not one for each page of notes)
See your packet for a summary-writing template to help teach this skill.
Review the steps of the summary template in their handout.
*Encourage them to go back and write the summary after leaving the Cornell Notes session!

19. 3. Note-interacting L – Learning Tool Study from notes
Fold the notes over and quiz over the questions on the left while hiding the material on the right
See your packet for more ways to help students study from their notes.
Model how to fold over the notes. Have one volunteer quiz another volunteer from one of the questions generated.

20. 4. Note-reflecting W – Written Feedback
Teacher provides written feedback
It takes time to assess notes, but the rubrics provided allow you to assess one step at a time. You can even provide students a simple checklist to assess themselves.
Otherwise, how will students know how to improve?
All rubrics are in the handout. They are also on your Focused-Notetaking CD.

21. 4. Note-reflecting
A – Address Feedback
Make goals for improvement

22. 4. Note-reflecting Y – Your Reflection
Reflect on the learning by looking at all notes taken over a topic.

23. “Before” & “After”
Notes on Fancy Paper Cornell Notes

24. Sample Cornell Notes English Math
Examples from different content areas.
English
Math

25. Sample Cornell Notes
Science
Social Studies

26. Sample Cornell Notes
Band/Choir

27. Yes, even PE! Coaches can even use CN to diagram plays.
Sample Cornell Notes
Yes, even PE! Coaches can even use CN to diagram plays.

28. Sample Cornell Notes Cornell Notes work for ANY content.
Think about it: If it’s content worth writing down, isn’t it also worth processing, critical thinking, and reflecting?

29. Ways to Begin Cornell Note-taking
Start by training students one piece of the process at a time (learning to take good notes is a marathon, not a sprint)
Practice the format
Take existing notes and draw in the lines of the CN format
Move onto what is written down
Teach students common abbreviations for your content area or academic abbreviations (expl, comp/cont, etc)
Use the templates, checklists, and rubrics to help
Post relevant aids in your classroom
Discuss with your grade level/department ways to scaffold expectations appropriately for your students.
Encourage participants to discuss Cornell Notes with their grade levels/departments so that all students are learning this skill. It is not just for students in advanced classes, G/T, or AVID. All students are capable of doing this if you set the expectation, scaffold the process, and model the steps.

30. Ways to Begin Cornell Note-taking
When you create student notes or handouts, format them as CN
Can scaffold by providing some of the pieces and having students do the rest
Give students partial notes and help them with the gaps
Have students generate the questions and write a summary over the notes provided
Model the process
Write questions and summaries as a class first after providing examples and explaining the process

31. Ways to Begin Cornell Note-taking
Turn chapter questions into CN, put dates in the left-hand column, or elements such as plot, setting, conflict for students to keep track of during note-taking
Draw Thinking Maps on the right and generate critical thinking questions on the left. Summarize the learning at the bottom.
Connect what is in the notes to what was on the test as a reflection over the efficiency of students’ notes
Encourage review of notes, questions, and summaries

32. Ways to Begin Cornell Note-taking
Assess the notes
You may use the rubrics or grading slips provided
Have students attach them to their test or turn them in at the end of a unit
You might let them use their notes for a portion of the test once in a while (that’s up to you!)
Give extra credit for good student-generated questions that you use on the test

33. Thank you!
We hope this session will inspire you to begin using Cornell Notes with your classes!
If you have any questions or would like more content-specific information, please feel free to ask any member of the AVID Site Team here on campus.

34. GCISD AVID Coordinator
Kristen Cavin
GCISD AVID Coordinator
X6745